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ERIC Number: EJ1142869
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
The Simple View, Instructional Level, and the Plight of Struggling Fifth-/Sixth-Grade Readers
Morris, Darrell; Meyer, Carla; Trathen, Woodrow; McGee, Jennifer; Vines, Nora; Stewart, Trevor; Gill, Tom; Schlagal, Robert
Reading & Writing Quarterly, v33 n3 p278-289 2017
This study explored print-processing and vocabulary differences among a group of 5th- and 6th-grade students who had scored below the 50th percentile on a standardized reading test. Guided by the simple view of reading, we applied cut scores (low/high) to the students' performance on print-processing and vocabulary tasks. The design allowed for the placement of students in 1 of 4 reader profiles: (a) high print processing/low vocabulary (25%), (b) high print processing/high vocabulary (14%), (c) low print processing/high vocabulary (14%), or (d) low print processing/low vocabulary (48%). An important finding was that 62% of the students could not read grade-level text with adequate accuracy and rate. In fact, many could not read comfortably a full level below their grade placement. We consider instructional implications.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test